Effort to Improve the Learning Process and Outcomes of Rhytmic

Activities through Project based Learning at Smp N 3 Panggang

Ruswantini

, Sri Winarni

Yogyakarta State University, Sleman, Yogyakarta, Indonesia

Departement of Sport Science, Graduate School

Keywords: Rythmic Activities, Project Based Learning

Abstract: This study aimed at improving the process and learning outcomes of the rhythmic activities of Grade VIII

students of SMP Negeri 3 Panggang using Project Based Learning.This research is a Classroom Action

Research conducted in 2 cycles consisting of 4 stages for each. The research subjects were students of grade

VIII of SMP Negeri 3 Panggang with a total number of 36. In each cycle, rhythmic gymnastics materials

were provided by employing Project Based Learning. The instrument used to assess the students is a test

sheet and observation sheet for students’ performance and attitudes filled by the researcher as the teacher.

While the instrument used to assess the teacher is an observation sheet to be filled by the collaborators and

questionnaires filled by the students after the learning process has finished.The research findings showed

that there was an increase in student learning outcomes in that they have met the specified Standard of

Achievement that is 75. In terms of cognitive aspect, from 36 students, only 6 students or about 17% of

students did not reach the SoA while 30 others or 83% of students met the SoA. In addition, in terms of

psychomotor or skill aspect, of 36 students, 2 students or 6% did not meet the SoA and 34 others or 94 of

students reached the grades in accordance with the specified SoA.

1 INTRODUCTION

Physical Education learning process especially in

SMP 3 Panggang often experiences many problems,

one of which is the difficulty to achieve the expected

learning objectives optimally. Based on the results

of preliminary observations toward the learning

process of Physical Education at the school, it was

found that: (1) Teachers used lecture learning

method that tend to only transfer information

without involving the activeness of students, so that

the learning was monotonous; (2) Students were

more likely to be passive. As seen from 36 students,

few students were seen to be serious in learning,

while the others seemed to be joking and bored with

ongoing learning; (3) The students were still afraid

to perform gymnastic movements that their

performance was far from it was expected. (4) The

students lacked of communicative attitudes,

creativity and cooperation during the learning

process.

The Act No. 20 of 2003 concerning the National

Education System explains that the notion of

education is a conscious and planned effort

contained in the objectives of national education and

primary school education, namely to create an

atmosphere of learning and learning activities with

the aim that the students educated actively develop

their potential to have religious spiritual strength,

self-control, personality, intelligence, noble

character, and the skills needed by society.

Therefore, learning process must involve students as

much as possible in order to be able to explore

various potentials within students, and finally

students feel they have the motivation to learn,

which will have an impact on the learning outcomes.

The prior observed learning activities had an

impact on the students’ low motivation to learn, low

level of activeness, as well as low interaction to

work together. These caused students to feel bored

and passive during the learning process which

ultimately led to the stance that learning goals and

student learning outcomes cannot be achieved

optimally. This can be seen when the teacher

Ruswantini, . and Winarni, S.

Effort to Improve the Learning Process and Outcomes of Rhytmic Activities through Project based Learning at Smp N 3 Panggang.

DOI: 10.5220/0009212600790084

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 79-84

ISBN: 978-989-758-457-2

discussed about the tasks given together with the

students. There were some students who could not

finish their work because the students did not

understand the materials presented by the teacher.

The stated problems above occurred because the

teacher used the lecture learning method in the

learning process and tended to only read aloud the

materials from some references for the students and

then the students made a move from the assignment

given by the teacher individually. Therefore,

creativity is urgently needed by the teacher to have

the expertise to choose and use appropriate learning

strategies so that learning process could be fun.

Thus, the students are able to be active and

successful learning process can be achieved

optimally.

According to Mulyasa (2007), teachers need to

pay attention to several things to support students

achieving learning goals, namely: (1) reducing the

lecture method; (2) modifying and enriching

learning materials; (3) using a variety of procedures;

(4) creating learning situations that can develop

students’ ability to move and work together; (5)

involving students in various activities. In this case,

Project Based Learning is an innovative learning

model or approach, which emphasizes contextual

learning through complex activities (Cord, 2001;

Thomas, Mergendoller, & Michaelson, 1999; Moss,

Van-Duzer, Carol, 1998) in Muh. Rais (2010).

Project Based Learning as a model of cooperative

and accommodative learning of students’ abilities

towards free and creative thinking processes using

projects (activities) as the core of learning

(Muh.Rais: 2010). In this activity, students explore,

assess, interpret, and synthesize information to

obtain various learning outcomes (knowledge, skills,

and attitudes).

The implementation of Project Based Learning

(PBL) model includes steps (syntax) which becomes

its trademark and sets it apart from other learning

models such Discovery Learning model and

Problem Based Learning model. The learning steps

are: (1) determining the project; (2) making a project

plan; (3) scheduling; (4) completing the project with

teachers’ assistance and monitor; (5) assessing

results / preparing reports / presenting; (6)

evaluating project processes and results. This study

aimed at describing the application of PBL, find out

students' responses about learning using PBL and

whether the application of PBL learning models can

improve the process and learning outcomes of

students in Physical Education subject especially in

rhythmic activity materials.

This research was expected to provide alternative

ways of teaching teachers to improve teachers’

performance, enrich variation in providing subject

matters, and improve their ability to use various

learning models, especially PBL as an effort to

improve teacher professionalism.

It was also further expected that the application

of PBL model could be used by the researcher as a

means to practice the acquired theories and self-

development programs at the real condition of

school. This also trained creativity in designing

interesting learning and practicing the ability to

overcome problems that arise in classrooms.

Through PBL, Physical Education learning

process can provide a varied learning experience so

as to improve students’ learning outcomes, increase

students’ motivation to learn, increase students’

involvement in learning process, foster a sense of

responsibility and cooperation between students. In

addition, it can provide a policy foundation that will

be taken in improving the quality of students’

learning outcomes and provide input to the school in

terms of improving the learning process.

2 METHOD

This research was conducted at SMP N 3 Panggang

on the first semester. The subjects of this research

were students of grade VIII with a total number of

36 consisting of 29 male students and 7 female

students. This research is in the form of Classroom

Action Research which can be interpreted as an

observation of learning activities in the form of an

action, which is deliberately raised and occurs in a

class simultaneously.

The approach used in this study was a qualitative

descriptive approach that is research that describes

how a learning model is applied and how the

expected results can be achieved. The qualitative

research method is called the naturalistic research

method because the research is conducted in natural

conditions where the researcher is a key instrument

and the data collection technique is carried out by

triangulation (Sugiono: 2010). This study used a

form of collaborative action research, where the

researcher acted as the teacher while the Natural

Science and the Indonesian teachers acted as

collaborators.

This study used a Classroom Action Research

model developed by Suharsimi Arikunto (2010)

which lasted for two cycles. Each cycle consisted of

planning, implementing, observing, and reflecting

stages. The planning stage of the activity carried out

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

by the researcher was compiling a plan to determine

the steps which were taken in action. The

implementation phase of the research action

explained the steps of activities that must be carried

out by teacher and students to improve learning

outcomes. The action implementation activity began

with cycle 1, then continued with the action cycle

phase 2. Observation was the process of collecting

data in that the researcher made observations and

recorded everything happening during the

implementation of treatment to obtain accurate data

for improvement of the next cycle. In the reflection

stage, the researcher evaluated what had been done.

The data in this research were collected by

observation, documentation techniques, and

assessment techniques. The tools used in the

observation technique are observation sheets. The

documentation in this study is in the forms of

photographs and videos. Meanwhile, the assessment

techniques included oral tests and skill or

performance assessments. Then, the data were

analyzed after each cycle of action. Data analysis

techniques used in this study were descriptive

qualitative techniques, namely data reduction, data

presentation, and drawing conclusions. Data

reduction is the process of selecting data that have

already been collected, focusing and simplifying

data to compile data. Data presentation is done by

compiling in the form of tables and narratives. Then,

the data were compared and combined with varied

information or data obtained from the data reduction

results to provide the possibility of drawing

conclusions and taking action. Conclusion is the

core of data collection. Conclusions can be drawn

from the results of students’ assessment both

individually and classically during learning process

3 RESULTS AND DISCUSSION

3.1 Results

The initial situation before the application of PBL

could be described that the teacher in teaching and

learning process was monotonous so it could not

attract the attention of students to join the learning

process. Learning activities there were more teacher-

centered and did not involve students directly. It can

be seen that from 36 students, there were only 8

(22%) students who met the school Standard of

Achievement and 28 (78%) others still scored below

the SoA in cycle 1.

Cycle I Results

The assessment on the teacher activity by

applying PBL model was conducted using teacher

observation sheets. The results of observations in the

first cycle showed that the researcher got an average

percentage value of 100%, which is included in the

criteria of very good (A). On the learning process,

the teacher opened learning well. The teacher only

needed to improve activities to monitor the students’

discipline and skills in conditioning the classroom.

Motivation given by the teacher to students when

using PBL model could increase the enthusiasm of

students in learning. Group discussion activities

have increased, as seen in the discussion there were

no students who were still busy playing alone.

Students looked more enthusiastic, so the learning

process ran smoothly.

Based on the results of observations and data

analysis in the first cycle of meeting 1 and meeting

2, the reflection in the first cycle was as follows: (1)

the learning steps taken by the teacher by using the

PBL model were already good, namely obtaining a

score of 100%. At meeting 2, however, the teacher

still needed to improve the results obtained for

aspects that have not been seen yet; (2) the results of

the cognitive test in cycle 1 showed that only 8

students (22%) obtained the scores meeting the SoA,

while 28 others (78%) could not meet the SoA.

Then, for the psychomotor aspect in cycle 1, the

number of students who met the SoA was 17 or 47%

and 19 others or 53% students failed, (3) the

activities of students during the learning process

using the PBL model have shown improvement on

several aspects from meeting 1 to meeting 2.

However, some students were not confident enough

to express their opinions on the answers of other

groups. They were still hesitant and lacked of

courage to express impressions or opinions about

learning. The results of reflection from the first cycle

were then used to carry out the improvement of

learning in the second cycle.

Cycle II Results

Based on the results of observations and data

analysis in the second cycle of meeting 1 and

meeting 2, the reflection in the first cycle was as

follows: (1) the teacher’s performance regarding the

learning steps using PBL model was scored 100%,

so that the results obtained was categorized very

good too; (2) the learning outcomes of students in

the second cycle of meeting 2 showed the final grade

average of the class. The results of the cognitive test

was that 30 or 83% students succeeded to meet the

SoA, while the 6 or 17% others failed. Furthermore

for the psychomotor aspect in cycle 2, the number of

Effort to Improve the Learning Process and Outcomes of Rhytmic Activities through Project based Learning at Smp N 3 Panggang

students who met the SoA was 34 or 94% and 2

others or 6% students failed; (3) the activities of

students in the PBL learning process have shown

improvement. In this cycle, all aspects of the

students’ performance are already visible. There

were no students busy with themselves. In other way

around, the students have gained courage to ask

questions to the teacher or express their impressions

or opinions.

Improved student learning outcomes provide a

picture of the attention and understanding of

students towards learning process. The impact of the

attention and understanding of the students on

learning is also shown by an increase in mastery

learning in general. This increase can be seen in the

following table.

Table 1: Improvement of Students’ Knowledge and Skill Achievement.

No Cycle

Knowledge/ Cognitive

Increase(%)

The skills/ Psychomotor Increase(%)

Complete Not yet

1 Cycle 1

8 28 61.3% 17 19 47%

2 Cycle 2

30 6 34 2

The table shows a comparison of the average

value of student learning outcomes starting from

cycle I and cycle II. Based on the calculation of the

data that has been done, it can be seen that the value

of student learning outcomes in participating in

learning rhythmic activities has increased in each

cycle. In cycle 2, 30 or 83% students succeeded to

meet the SoA, while the 6 or 17% others failed for

the knowledge or cognitive test. It has improved

much compared to the previous result in cycle 1 that

only 8 or 22% students succeeded to meet SoA,

while 28 or 78% others failed. Then for the skill or

psychomotor test in cycle 2, there were 34 (94%)

students who succeeded to meet SoA, and only 2 or

(6)% of them failed. . It has improved much

compared to the previous result in cycle 1 that only

17 students or 47% succeeded and 19 or 53% failed

to achieve it.

3.2 Discussion

Based on the conducted observations, the PBL

model was implemented in accordance with the

steps in the learning implementation plan. The

findings in the first cycle of the action showed that

the teacher has done the learning process quite well,

one of which was that the teacher explained the

learning activities to be carried out. The teacher also

provided motivation for students to always be

enthusiastic in learning. This was done to prepare

and guide students to be actively involved in

learning. The students were expected to have

motivation to learn, so that the learning objectives

could be achieved well.

The learning process was carried out in cycle I

and cycle II in accordance with the lesson plans

which have been prepared. Broadly speaking,

learning process in the first cycle and second cycle

can be summarized as follows: (1) the teacher gave

an explanation of the material on rhythmic activity;

(2) the students formed groups and are given the task

of completing their respective tasks; (3) the students

discussed to complete the given tasks; (4) each

student took turns explaining the movements and

ways of completing the tasks that have been

discussed within the groups; and (5) the students

completed the test or evaluation at the end of the

activity individually.

In the planning stage of cycle I the researcher:

(1) chose material for students to learn; (2) designed

a lesson plan with the PBL model; (3) prepared

learning media and examples of rhythmic movement

activities through videos and images; (4) prepared

data collection tools or instruments to be used for

data collection in the form of teacher observation

sheets during the learning process using PBL model,

student worksheets (LKS), items and answers to

individual tests, student observation sheets during

the learning process, field note sheets, and cameras

for documentation purposes in the form of photos

and videos during learning activities.

The first meeting of cycle I was held on

November 12, 2018, and the second meeting on

November 15, 2018. Each meeting was conducted

for 3 x 40 minutes. The activity began with greeting,

checking attendance, giving apperception,

conveying information about materials to be carried

out, and telling the purpose of the activity to be

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

carried out. After that, the teacher gave examples of

how to do rhythmic motion activities by showing

videos and pictures that are adjusted to the material

taught, then the teacher gave the students

opportunity to ask about examples of how to do

rhythmic motion activities given. However, none of

them asked.

After that, the teacher together with the students

determined the theme / topic of the project by

compiling a series of rhythmic motor activity (basic

steps, movement and swing arm and hand, the

straightening of the joints, and the rhythm of

motion) as forming the heating motion in the

rhythmic activities. The theme chosen was be

healthy and happy, in order that the rhythmic

movement activities carried out would make the

students healthy and happy.

The next stage was that the teacher created

groups based on the chosen theme. The 36 students

were divided into 5 groups with the members of

each group totaling 6 or 8 students. Then, each

group determined the title of the project associated

with the chosen theme. The teacher facilitated the

students to demonstrate a variety of initial attitudes,

footsteps, arm swings, alignment of body joints, and

rhythmic movements in rhythmic gymnastics. They

tried the rhythmic basic movements (initial attitude,

footsteps, arm swings) to get explanations and

problem solving, as well as receive feedback from

the teacher.

At the time of the core activity took place, the

teacher also provided reinforcement to students as

well as assessed the activities of students using the

observation sheets and affective assessment. At the

next stage, the teacher gave individual tests to

students. The teacher gave instructions on the

assessment of knowledge and the teacher asked the

students to practice a series of movements that were

successfully made by each group.

In the closing part of teaching, what the teacher

did were reflecting on the learning process and

summing up the materials. The teacher asked the

students if they still found the materials confusing.

Next, the teacher asked how the students felt after

joining the learning activities using the PBL model.

Furthermore, the teacher invited the students to carry

out prayers and the took a leave by greeting.

The application of PBL model in Physical

Education subject ran smoothly on the first cycle.

The teacher was good enough in the implementation

of learning in line with the lesson plans which have

been made previously. In this cycle, the students’

activeness and involvement in the learning process

began to emerge. This showed that the students

showed positive attitudes in the first cycle when

PBL model was applied. The students’ learning

outcomes were not satisfying that there were still

quite a lot of students who failed to meet the SoA.

The planning stage of cycle II was arranged

based on the results of reflection on the cycle I. This

stage began with the improvement and preparation

of lesson plans that will be carried out based on

reflection of the cycle I. Here, the PBL model was

still applied to overcome problems arising in the

previous cycle.

The first meeting of cycle 2 was held on

November 19, 2018 for 3 x 40 minutes. The

activities in this meeting were similar to those in the

first cycle by using the selected materials, namely

rhythmic motion activities. Then, the second

meeting was held on November 29, 2018 for 3x40

minutes by practicing the results of the previous

project.

The results of observations in the second cycle

showed that the researcher got an average

percentage value of 100%, which is included in the

criteria of very good (A). On the learning process,

the teacher opened learning well. The teacher only

needed to improve activities to monitor the students’

discipline and skills in conditioning the classroom.

Motivation given by the teacher to students when

using PBL model could increase the enthusiasm of

students in learning. Group discussion activities

have increased, as seen in the discussion there were

no students who were still busy playing alone.

Students looked more enthusiastic, so the learning

process ran smoothly.

The conducted observation resulted in that the

teacher carried out the steps of learning very well.

The students’ activeness and involvement have

improved compared to theirs in the previous cycle.

This reflected that the students have shown more

positive attitudes in the second cycle. There is a

significant improvement made by the teacher and

students because the implementation of the learning

in this cycle was based on the reflection toward the

process in the previous cycle. Among others, by

providing more motivation, explaining more details

to students about the correct rhythmic activity

movements and giving guidance evenly and

thoroughly to students.

The assessments of students in first and second

cycles consist of knowledge and skills aspects. The

skill assessment result was obtained by the optimum

score when practicing the basic running technique,

while the knowledge one was based on the scores of

the knowledge test results.

Effort to Improve the Learning Process and Outcomes of Rhytmic Activities through Project based Learning at Smp N 3 Panggang

Based on the findings of the first and

second cycles, it can be seen that the use of PBL

model on Physical Education subject for rhythmic

motion activity materials was carried out by teacher

well, and the research could run smoothly. In

addition, the students also increasingly understand

the application of PBL model. This can be seen from

the enthusiasm of students when participating in the

learning process.

The findings also indicated an improvement on

the students’ learning outcomes. The percentages of

the students who completely succeeded to meet the

Standard of Achievement for the knowledge and

skill aspects were 22 % and 47%, and they improved

in the second cycle by 83% and 94%. This showed a

significant improvement of the learning outcomes.

Almost all of the students could meet the specified

SoA in the second cycle. This improvement is an

indicator that the application of PBL model could be

used to improve learning outcomes of Physical

Education subject on the rhythmic motion activity

material of the eighth grade students at SMP Negeri

3 Panggang

4 CONCLUSIONS AND

SUGGESTIONS

Conclusion

Based on the data exposure and research findings as

well as the discussion, several conclusions can be

drawn. The application of PBL on Physical

Education subject for rhythmic activity materials of

grade VIII students at SMP Negeri 3 Panggang has

been carried out by the teacher well, and the

research was also conducted smoothly. This

happened because the teacher reflected at the end of

the first cycle, then the shortcomings were made in

the second cycle. The application of PBL could

improve the students’ learning outcomes. The

teacher was able to increase the learning attitudes of

the students, encourage students to try to apply their

knowledge by working in groups, discussing,

working together in solving problems together

Suggestion

Based on the conclusions above it is recommended

for teachers to improve learning outcomes of

students by using a variety of methods and applying

learning models in accordance with ongoing

learning activities. This can make students more

active and eager to participate in the learning

process. Teachers can give rewards to students to be

more active and not ashamed to answer questions. In

addition, teachers can provide guidance equally both

in groups and to all students

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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)